Journal article
Motivation coaching training for instructional coaches: a pilot study of motivational interviewing skills training
Mentoring & tutoring, Vol.25(5), pp.548-565
12/15/2017
DOI: 10.1080/13611267.2017.1415796
Abstract
In our paper we describe a newly developed teacher coaching model that provides training on motivational interviewing (MI) to improve instructional coaches' effectiveness with classroom teachers. Participants were 38 coaches who completed a three-day coaching training. At pre- and post-test, the participants completed role plays with an actor who played the role of a new teacher. Then, these sessions were coded for MI-consistent behavior. The results of our study revealed that the majority of the coaching conversations were inconsistent with effective MI. At baseline, conversations were primarily characterized by questions (60%) followed by attempts to persuade without permission (20%). Following training, coaches did not change their conversational style. Because an MI-inconsistent conversation style is associated with decreased self-efficacy and motivation for change, the findings suggest a need to help coaches develop interactions that are more consistent with best practices of MI.
Details
- Title: Subtitle
- Motivation coaching training for instructional coaches: a pilot study of motivational interviewing skills training
- Creators
- Michael D. Lyons - University of VirginiaSara J. Jones - University of HoustonBradley H. Smith - University of HoustonSamuel D. McQuillin - University of South CarolinaGeorgette Richardson - University of HoustonErin Reid - University of HoustonAnne McClellan - University of Houston
- Resource Type
- Journal article
- Publication Details
- Mentoring & tutoring, Vol.25(5), pp.548-565
- Publisher
- Taylor & Francis
- DOI
- 10.1080/13611267.2017.1415796
- ISSN
- 1361-1267
- eISSN
- 1469-9745
- Number of pages
- 18
- Grant note
- Brown Foundation Powell Foundation
- Language
- English
- Date published
- 12/15/2017
- Academic Unit
- Stead Family Department of Pediatrics; Pediatric Psychology
- Record Identifier
- 9984701556502771
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